PET and magnetic resonance (MR) imaging have each become essential tools in the workup and management of cardiac patients. Combined PET/MR systems have recently been developed, allowing for single-session imaging using both modalities. This new technology holds great promise for cardiac applications given the different, yet complementary, information each modality provides. Research in this area is still nascent, although early studies have been promising.

Objective

The purpose of this article is to discuss how to convert cross-sectional images into a 3D model and embed them in a Portable Document Format (PDF) file. Four programs are used: OsiriX, MeshLab, Microsoft PowerPoint, and Adobe Acrobat. Step-by-step instructions are provided.

Conclusion

Embedding 3D radiology models into PDF files is a powerful tool that may be used for clinical, educational, and research purposes.

The "new online" (Web 2.0) world is evolving rapidly, and the digital information, education, and networking resources available to radiologists have exploded over the past 2 decades. The 2012 Intersociety Committee Summer Conference attendees explored the online resources that have been produced by societies, universities, and commercial entities. Specific attention was given to identifying the best products and packaging them in tablet computers for use by residents and practicing radiologists. The key functions of social networking websites and the possible roles they can play in radiology were explored as well. It was the consensus of the attendees that radiologic digital resources and portable electronic devices have matured to the point that they should become an integral part of our educational programs and clinical practice.

Rationale and objectives

Physicians receive little training on proper multiple-choice question (MCQ) writing methods. Well-constructed MCQs follow rules, which ensure that a question tests what it is intended to test. Questions that break these are described as "flawed." We examined whether the prevalence of flawed questions differed significantly between those with or without prior training in question writing and between those with different levels of educator experience.

Materials and methods

We assessed 200 unedited MCQs from a question bank for our senior medical student radiology elective: an equal number of questions (50) were written by faculty with previous training in MCQ writing, other faculty, residents, and medical students. Questions were scored independently by two readers for the presence of 11 distinct flaws described in the literature.

Results

Questions written by faculty with MCQ writing training had significantly fewer errors: mean 0.4 errors per question compared to a mean of 1.5-1.7 errors per question for the other groups (P < .001). There were no significant differences in the total number of errors between the untrained faculty, residents, and students (P values .35-.91). Among trained faculty 17/50 questions (34%) were flawed, whereas other faculty wrote 38/50 (76%) flawed questions, residents 37/50 (74%), and students 44/50 (88%). Trained question writers' higher performance was mainly manifest in the reduced frequency of five specific errors.

Conclusions

Faculty with training in effective MCQ writing made fewer errors in MCQ construction. Educator experience alone had no effect on the frequency of flaws; faculty without dedicated training, residents, and students performed similarly.

The Intersociety Committee is a freestanding committee of the ACR established to promote collegiality and improve communication among national radiology organizations. The Intersociety Committee began in 1980 with 22 member organizations and has grown to approximately 50 member organizations. Each year, the Intersociety Committee sponsors a summer conference, at which representatives from the member organizations discuss issues facing radiology. Herein, the authors review the history of the committee, its activities to date, and the results of an extensive member survey conducted in 2010.